BACKGROUND
Conventional prenatal screening and diagnosis only included serological screening, NIPT (Non-Invasive Prenatal Testing) and amniotic fluid chromosomal karyotype analysis, which cannot meet the needs of eugenics.
OBJECTIVE
In this study, a novel prenatal screening and diagnosis laboratory testing strategy is established to improve teaching efficiency and enhance the effects of talent cultivation in laboratory medicine.
METHODS
The guidelines and expert consensuses of prenatal screening and diagnosis were gathered from the professional website of prenatal screening and diagnosis and databases. The clinical laboratory detection strategies were formulated to establish the clinical laboratory diagnostic pathway according to different stages of prenatal screening and diagnosis. The questionnaire, mutual evaluation and paper examination were used to evaluate the teaching effectiveness before and after the teaching of the clinical laboratory diagnostic pathway of prenatal screening and diagnosis.
RESULTS
The prenatal screening and diagnosis clinical laboratory diagnostic pathway was established and approved by clinicians, which included the serological screening, ultrasound screening, carrier screening and direct prenatal diagnosis. The questionnaire results showed that more improvement and significant improvement percentage were significant increased (P < 0.01) and the no improvement and light improvement percentage were significant decreased (P < 0.01) after using the teaching mode of prenatal screening and diagnosis clinical laboratory diagnostic pathway. The mutual evaluation between teachers and trainees showed the contents were significantly improved including points highlighted, accuracy of answering questions, stimulating learning interest and initiative, et al. after the teaching of prenatal screening and diagnosis clinical laboratory diagnostic pathway (P < 0.05). The paper examination of trainees also expressed higher scores after the teaching of prenatal screening and diagnosis clinical laboratory diagnostic pathway (P < 0.05).
CONCLUSIONS
It is necessary to establish the diseases clinical laboratory diagnostic pathway for a novel teaching mode to improve the teaching quality in laboratory medicine, which may increase the confidence of teachers and trainees and enrich their knowledge.